Presentation Description

Mr. Jesus A. Mirabel tried to extract the real meaning of this philosophy and successfully arrived at this presentations. Through the sources mentioned herein, the concepts were organized into substantial information.

a. Control obtained by enforcing compliance or order.b. A systematic method to obtain obedience: a military discipline.c. A state of order based on submission to rules and authority: a teacher who demanded discipline in the classroom. :

a. Control obtained by enforcing compliance or order.b. A systematic method to obtain obedience: a military discipline.c. A state of order based on submission to rules and authority: a teacher who demanded discipline in the classroom.

4. Punishment intended to correct or train.5. A set of rules or methods, as those regulating the practice of a church or monastic order.6. A branch of knowledge or teaching. :

4. Punishment intended to correct or train.5. A set of rules or methods, as those regulating the practice of a church or monastic order.6. A branch of knowledge or teaching.

Let’s proceed to our topic…. :

DISCIPLINISM :

DISCIPLINISM This philosophy asserts that the mind is made up of certain faculties: memory, reason, will and judgment each of which needs special activities for its training and development.

Slide 9:

Education is based on specific objectives aimed at avoidance of uncertainty
It emphasizes rules, laws, and standards

SUPPLEMENTAL NOTES :

SUPPLEMENTAL NOTES John Locke (1632-1704) an English educator-philosopher was a prominent adherent of formal discipline. He held the idea that education was a discipline; however the discipline of the philosopher should be much broader that that of the schoolmaster.

Slide 11:

In his work Though Concerning Education published in 1693, Locke stressed that at birth a child’s mind can be compared to a tabula rasa or a blank tablet.
Locke believed that, rather than the acquisition of knowledge, moral development and the formation of desirable habits should be the chief aims of education.

He advocated that in order to realize this, education should be composed of three separate but equally important components:1. PHYSICAL EDUCATION, with the underlying principles of rigid physical training or a hardening process so as to enable the child to possess a sound mind in a sound body; :

He advocated that in order to realize this, education should be composed of three separate but equally important components:1. PHYSICAL EDUCATION, with the underlying principles of rigid physical training or a hardening process so as to enable the child to possess a sound mind in a sound body;

2. MORAL EDUCATION, the chief aim which was the development of virtue based on self-denial which in turn is achieve through consistent self – discipline and control of desires; and 3. INTELLECTUAL EDUCATION, the primary purpose of which was to train the mind in certain habits among which are memory reasoning and judgment gained through exercise and discipline. :

2. MORAL EDUCATION, the chief aim which was the development of virtue based on self-denial which in turn is achieve through consistent self – discipline and control of desires; and 3. INTELLECTUAL EDUCATION, the primary purpose of which was to train the mind in certain habits among which are memory reasoning and judgment gained through exercise and discipline.

DISCIPLINISM: VIEWED AS SPECIALIZED FORM OF EDUCATION :

DISCIPLINISM: VIEWED AS SPECIALIZED FORM OF EDUCATION

IMPACT OF DISCIPLINISM TO EDUCATION: there is virtually no sense of how one discipline relates to all the others. And the tragedy is that the truth is not to be found by "disciplinism" but rather by an emphasis on the unity of all knowledge, of how it all fits together. :

IMPACT OF DISCIPLINISM TO EDUCATION: there is virtually no sense of how one discipline relates to all the others. And the tragedy is that the truth is not to be found by "disciplinism" but rather by an emphasis on the unity of all knowledge, of how it all fits together.

Unfortunately, disciplinism rejects the concept of the unity of all knowledge and revels in a narrow view of the world as seen from the point of view of the discipline. :

Unfortunately, disciplinism rejects the concept of the unity of all knowledge and revels in a narrow view of the world as seen from the point of view of the discipline.